【摘要】：研究背景“十三五”時(shí)期是全面建成小康社會(huì)的關(guān)鍵時(shí)期,發(fā)展是第一要?jiǎng)?wù),經(jīng)濟(jì)發(fā)展需要一大批具備技能的職業(yè)人員。教育部規(guī)劃,到2020年,專科層次職業(yè)教育在校生數(shù)1480萬人。培養(yǎng)高素質(zhì)勞動(dòng)者,已經(jīng)成為共識(shí),擁有1000萬以上的高職院校學(xué)生的規(guī)模,使高職教育占了我國高等教育的半壁江山。在此背景下,讓我們更多的關(guān)注高職院校,關(guān)注高職學(xué)生。學(xué)生們的心理健康問題引起了足夠的重視,高職院校大學(xué)生心理問題特別是焦慮抑郁問題非常常見,甚至出現(xiàn)一系列問題,且目前缺少一套適合高職學(xué)生行之有效心理健康教育方法。需要通過不斷研究找到適合高職院校學(xué)生心理健康教育的方法。本研究從對(duì)高職院校在校生焦慮抑郁現(xiàn)狀入手,分析焦慮與抑郁的影響因素,提出對(duì)策和建議。研究目的了解樣本高職院校的在校生焦慮抑郁現(xiàn)狀；分析此高職院校學(xué)生焦慮抑郁相關(guān)影響因素；對(duì)此高職院校的學(xué)生心理問題提供對(duì)策建議,減少焦慮抑郁發(fā)生；為更多的高職院校學(xué)生心理健康教育特別是焦慮抑郁問題提供依據(jù)。資料與方法本研究采用分層整群抽樣的方法,選取了安徽省某高職院校一年級(jí)、二年級(jí)在校學(xué)生共550人,使用統(tǒng)一指導(dǎo)語,現(xiàn)場(chǎng)發(fā)放并回收調(diào)查問卷(包含學(xué)生一般情況、焦慮自評(píng)量表、抑郁自評(píng)量表),調(diào)查學(xué)生們的焦慮抑郁狀況,使用Excel電子表格建立數(shù)據(jù)庫,同時(shí)進(jìn)行數(shù)據(jù)整理工作,使用SPSS20.0軟件包做數(shù)據(jù)處理和分析(包括t檢驗(yàn)、方差分析、卡方檢驗(yàn)等)。結(jié)果分析結(jié)果顯示,大學(xué)生抑郁所占比例為22.36%,焦慮比例為8%。通過pearson相關(guān)分析顯示：調(diào)查學(xué)生的抑郁與焦慮的發(fā)生有相關(guān)性。單因素分析：家庭月收入5000元以上焦慮檢出率高于家庭月收入5000元以下,有統(tǒng)計(jì)學(xué)意義；對(duì)學(xué)校管理以及學(xué)校環(huán)境不滿意焦慮檢出率高于滿意的同學(xué),有統(tǒng)計(jì)學(xué)意義；大二學(xué)生焦慮水平高于大一學(xué)生,有統(tǒng)計(jì)學(xué)意義；21歲及以上學(xué)生焦慮水平高于20歲以下學(xué)生,有統(tǒng)計(jì)學(xué)意義；家庭月收入5000元以上焦慮水平高于家庭月收入5000元以下,有統(tǒng)計(jì)學(xué)意義；對(duì)學(xué)校管理以及學(xué)校環(huán)境不滿意焦慮水平高于滿意的同學(xué),有統(tǒng)計(jì)學(xué)意義；單因素性別不同、獨(dú)生子女與否、生源地不同對(duì)焦慮狀況沒有顯著差異性。三種不同感情狀態(tài)的焦慮狀況差異顯著：從未戀愛的焦慮水平低于曾經(jīng)戀愛的同學(xué)；從未戀愛的焦慮水平低于正在戀愛的同學(xué)；曾經(jīng)戀愛的焦慮發(fā)生與正在戀愛的焦慮水平?jīng)]有差異性。單因素分析：家庭月收入5000元以上抑郁檢出率高于家庭月收入5000元以下；對(duì)學(xué)校環(huán)境不滿意抑郁檢出率高于滿意的同學(xué),有統(tǒng)計(jì)學(xué)意義；家庭月收入5000元以上抑郁水平高于家庭月收入5000元以下,有統(tǒng)計(jì)學(xué)意義；單因素中性別不同、獨(dú)生子女與否、年級(jí)不同、生源地不同、出生年份不同、對(duì)學(xué)校管理滿意與否對(duì)抑郁狀況沒有顯著差異性；三種不同感情狀態(tài)抑郁狀況差異顯著：從未戀愛的抑郁水平低于曾經(jīng)戀愛的同學(xué)；從未戀愛的抑郁水平低于正在戀愛的同學(xué)；曾經(jīng)戀愛的抑郁水平與正在戀愛的抑郁發(fā)生沒有差異性。結(jié)論與建議高職院校大學(xué)生存在一定程度的抑郁、焦慮現(xiàn)象,應(yīng)引起足夠的重視；學(xué)生的抑郁與焦慮的發(fā)生有相關(guān)性。家庭月收入、對(duì)學(xué)校管理以及學(xué)校環(huán)境滿意與否、年級(jí)不同、年齡不同對(duì)焦慮有顯著差異性；家庭月收入高低與抑郁狀況差異顯著；三種不同的感情狀態(tài)(正在戀愛、從未戀愛、曾經(jīng)戀愛),對(duì)焦慮和抑郁狀況均有差異。針對(duì)以上因素,提出建議：學(xué)生方面：1)學(xué)會(huì)自我調(diào)適,正確定位；2)掌握扎實(shí)的專業(yè)知識(shí)、專業(yè)技能,提高自身素質(zhì),做好就業(yè)準(zhǔn)備；3)樹立正確的是非觀、就業(yè)觀、戀愛觀、價(jià)值觀、人生觀。學(xué)校方面：1)建立高素質(zhì)的輔導(dǎo)員隊(duì)伍,建設(shè)高素質(zhì)心理健康教育隊(duì)伍,積極開展健康教育活動(dòng),建立有效的心理問題干預(yù)機(jī)制；2)準(zhǔn)確把握高職學(xué)生特點(diǎn),不斷提升管理水平,做到管理方法科學(xué)有效得當(dāng)；3)建設(shè)美好學(xué)校環(huán)境,進(jìn)一步優(yōu)化人文環(huán)境。社會(huì)方面：1)完善畢業(yè)生就業(yè)機(jī)制,提供適合高職畢業(yè)生的就業(yè)機(jī)會(huì)；2)提高對(duì)高職學(xué)生社會(huì)認(rèn)可度,糾正對(duì)現(xiàn)階段高職學(xué)生片面認(rèn)識(shí)；3)廣泛參與,共同努力,重點(diǎn)關(guān)注有效減少學(xué)生們不良心理事件發(fā)生。
[Abstract]:Research Background The 13th Five-Year Plan period is the key period for building a well-off society in an all-round way. Development is the first priority. Economic development requires a large number of skilled professionals. In this context, let us pay more attention to higher vocational colleges and pay more attention to higher vocational students. Students'mental health problems have aroused enough attention. Psychological problems of Higher Vocational College students, especially anxiety and depression, are very common, and even a series of problems have appeared. This study starts with the current situation of anxiety and depression in Vocational College students, analyzes the influencing factors of anxiety and depression, and puts forward countermeasures and suggestions. To understand the status quo of anxiety and depression of students in sample vocational colleges; to analyze the related factors of anxiety and depression of students in this vocational college; to provide countermeasures and suggestions to reduce the occurrence of anxiety and depression of students in this vocational college; to provide basis for more vocational college students'psychological health education, especially anxiety and depression problems. Methods A total of 550 freshmen and sophomores from a vocational college in Anhui Province were selected by stratified cluster sampling. The questionnaires (including general situation of students, self-rating anxiety scale and self-rating depression scale) were distributed and collected on the spot using the unified instructions. The anxiety and depression status of the students were investigated by using Excel electronic. SPSS20.0 software package was used for data processing and analysis (including t test, variance analysis, chi-square test and so on). The results showed that the proportion of depression and anxiety was 22.36% and 8% respectively. Univariate analysis: the detection rate of anxiety in family income above 5000 yuan per month is higher than that in family income below 5000 yuan per month, with statistical significance; the detection rate of anxiety in school management and school environment is higher than that of satisfied students, with statistical significance; the anxiety level of sophomores is higher than that of freshmen, with statistical significance; The anxiety level of the students above and above is higher than that of the students under 20 years old, which has statistical significance; the anxiety level of the family income above 5000 yuan is higher than that of the family income below 5000 yuan, which has statistical significance; the anxiety level of the school management and the school environment is higher than that of the students who are satisfied, which has statistical significance; the single factor gender is different, the only child. There was no significant difference among the three different emotional states: the anxiety level of the students who had never been in love was lower than that of the students who had been in love; the anxiety level of the students who had never been in love was lower than that of the students who were in love; and the anxiety level of the students who had been in love had no difference with the anxiety level of the students who were in love. Univariate analysis showed that the prevalence of depression in families with monthly income of more than 5 000 yuan was higher than that in families with monthly income of less than 5 000 yuan; the prevalence of depression in schools with unsatisfactory environment was higher than that in students with satisfaction, with statistical significance; the level of depression in families with monthly income of more than 5 000 yuan was higher than that in families with monthly income of less than 5 000 yuan, with statistical significance; and gender was not Similarly, there is no significant difference in the degree of depression among the three different emotional states: the level of depression in never falling in love is lower than that in ever falling in love; the level of depression in never falling in love is lower than that of students in love. Conclusion There is a certain degree of depression and anxiety among college students in Higher Vocational colleges, which should be paid enough attention to. There is a correlation between depression and anxiety among students. Similarly, different ages have significant differences in anxiety, family monthly income and depression, and three different emotional states (being in love, never falling in love, ever falling in love) have differences in anxiety and depression. Practical professional knowledge, professional skills, improve their own quality, ready for employment; 3) Set up a correct concept of right and wrong, employment, love, values, outlook on life. School: 1) Establish a high-quality counselor team, build a high-quality mental health education team, actively carry out health education activities, establish an effective psychological problem intervention machine 2) accurately grasp the characteristics of Higher Vocational students, constantly improve the management level, to achieve scientific and effective management methods; 3) to build a better school environment, further optimize the humanistic environment. Social aspects: 1) improve the employment mechanism for graduates, provide employment opportunities for Higher Vocational graduates; 2) improve the social recognition of Higher Vocational students, correct the existing situation. 3) Widely participate in the joint efforts, focusing on effectively reducing the occurrence of adverse psychological events among students.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：R749

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